SCHOOL GARDENS 315 



time. The work may be easily made progressive, so that 

 new plants are grown each year and not familiar ones 

 repeatedly. This in itself helps intensify the interest of 

 the pupils. For the primary children plants that have 

 large seeds, that are easily grown, and that give quick 

 results are best. The work may be made of more value if 

 the children are trying to solve some definite problems in 

 growing their plants. These problems must necessarily 

 be very simple for the younger children, but should increase 

 in complexity from year to year. 



Indoor exercises must accompany the outdoor work 

 if the school garden accomplishes all that it should. Often 

 a preliminary lesson is indispensable. In this the children 

 decide sometimes by experiment, sometimes by discussion, 

 the special method of treatment for the plant under con- 

 sideration. They also help decide how the various plants 

 are to be arranged in the beds. They should draw a plan 

 of their garden indicating this arrangement. 



If space permits, a portion of the ground should be set 

 apart as a fruit garden. In this all the different kinds of 

 fruit that it is possible to grow in the locality should be 

 planted. A few rows of trees with small fruit between will 

 utilize all the ground. A space should be left for a small 

 nursery in which to exemplify different methods of propa- 

 gation. Another plot may well be reserved for the purpose 

 of growing industrial plants such as cereals, fiber plants, 

 forage crops, legumes, medicinal and kitchen herbs. An 

 experimental plot tended by the older pupils will be found 

 of great value. In this, problems of soil and seed may be 

 worked out and new varieties tested. 



Some of the plants selected, both vegetables and flower- 



